The accountability movement has created tensions among key actors at institutions of higher education in the U.S. in recent years. As such, a need existed to examine the lived experiences that influenced faculty (n =6) in the College of Agriculture (COA) at [State] University as they engaged in various forms of assessment to evaluate student learning. As a result of our phenomenological analysis, three themes emerged. The themes combined to form the phenomenon’s essence, which was that assessment of student learning outcomes was a product of (a) presage, (b) process, and (c) context variables that shaped faculty’s lived experiences. In particular, presage variables represented the individual traits that influenced the assessment process such as faculty’s beliefs, personal traits, professional backgrounds, and previous teaching experiences. Meanwhile, contextual variables were the unique factors and conditions that affected assessment such as course goals and objectives as well as university policies. Finally, process variables represented the specific activities that affected student learning and instructional practices. Going forward, we recommend that COA’s create faculty development opportunities that encourage faculty to reflect and explore alternative strategies that may enhance learning and promote greater equity in the academic assessment of students.
{"title":"Navigating a culture of evidence: The lived experiences of college of agriculture faculty regarding the academic assessment of students","authors":"Benita Komunjeru, Richie Roberts","doi":"10.5032/jae.v64i2.109","DOIUrl":"https://doi.org/10.5032/jae.v64i2.109","url":null,"abstract":"The accountability movement has created tensions among key actors at institutions of higher education in the U.S. in recent years. As such, a need existed to examine the lived experiences that influenced faculty (n =6) in the College of Agriculture (COA) at [State] University as they engaged in various forms of assessment to evaluate student learning. As a result of our phenomenological analysis, three themes emerged. The themes combined to form the phenomenon’s essence, which was that assessment of student learning outcomes was a product of (a) presage, (b) process, and (c) context variables that shaped faculty’s lived experiences. In particular, presage variables represented the individual traits that influenced the assessment process such as faculty’s beliefs, personal traits, professional backgrounds, and previous teaching experiences. Meanwhile, contextual variables were the unique factors and conditions that affected assessment such as course goals and objectives as well as university policies. Finally, process variables represented the specific activities that affected student learning and instructional practices. Going forward, we recommend that COA’s create faculty development opportunities that encourage faculty to reflect and explore alternative strategies that may enhance learning and promote greater equity in the academic assessment of students.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43056841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students in large cities across the United States can better understand agriculture through their involvement in School-Based Agricultural Education (SBAE). Since the passage of the Smith-Hughes Act in 1917, Agricultural Education has been a pathway that encourages students to continue schooling and connect with future careers. We conducted a descriptive study to explore the involvement of 2021-2022 high school Agricultural Education students in the National FFA Organization. Involvement was calculated through self-reported participation in chapter activities, officer positions, FFA degrees, and contests or events. Additionally, the study evaluated students’ curiosity toward stretching or embracing as well as their overall adaptability in different situations. The study occurred in the fall of 2021 with 543 respondents from 18 urban SBAE programs in 12 states completing the online survey. Respondents reported self-perceived moderate curiosity, very strong adaptability, and light involvement in FFA. For urban SBAE students, involvement in FFA was not affected by demographics other than those in the 12th grade were more involved. This could imply study respondents who see the value in the organization’s leadership training or college and career readiness are the most curious and adaptable toward being involved in the organization.
{"title":"Involvement of urban agricultural education students in FFA activities and opportunities","authors":"Stephen McBride, Allen Talbert, SeéTrail Mackey","doi":"10.5032/jae.v64i2.57","DOIUrl":"https://doi.org/10.5032/jae.v64i2.57","url":null,"abstract":"Students in large cities across the United States can better understand agriculture through their involvement in School-Based Agricultural Education (SBAE). Since the passage of the Smith-Hughes Act in 1917, Agricultural Education has been a pathway that encourages students to continue schooling and connect with future careers. We conducted a descriptive study to explore the involvement of 2021-2022 high school Agricultural Education students in the National FFA Organization. Involvement was calculated through self-reported participation in chapter activities, officer positions, FFA degrees, and contests or events. Additionally, the study evaluated students’ curiosity toward stretching or embracing as well as their overall adaptability in different situations. The study occurred in the fall of 2021 with 543 respondents from 18 urban SBAE programs in 12 states completing the online survey. Respondents reported self-perceived moderate curiosity, very strong adaptability, and light involvement in FFA. For urban SBAE students, involvement in FFA was not affected by demographics other than those in the 12th grade were more involved. This could imply study respondents who see the value in the organization’s leadership training or college and career readiness are the most curious and adaptable toward being involved in the organization.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45512621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study sought to examine laboratory-based instruction for pre-service school-based agricultural education (SBAE) teachers at various institutions across the nation. While research has indicated that laboratory-based instruction in SBAE programs is commonplace (Shoulders & Meyers, 2012), a myriad of literature has noted SBAE teachers are not adequately prepared to teach, manage, and facilitate learning activities in SBAE laboratories upon completing their teacher education programs (Burris et al., 2005; Hainline & Wells, 2019; Shoulders, 2012). To better understand the current state of SBAE pre-service teacher training in laboratory instruction, we surveyed 33 agricultural education certifying institutions across the country. Many of these institutions indicated they required pre-service teachers to take two laboratory-based instruction courses in the areas of agricultural mechanics (96.9%) and welding metal fabrication livestock (83.9%). However, only 46.7% of the responding institutions required students to take a greenhouse management course, and 29% required pre-service teachers to take a meat science course. The findings of this study also highlight if the laboratory-based courses had a pedagogical component, and the teacher educators were asked to provide their perceptions for a need for expansion of instruction in each context. Recommendations for practice and further investigation were provided.
本研究旨在检验全国各机构职前农业教育（SBAE）教师的实验室教学。虽然研究表明，SBAE项目中的实验室教学很常见（Shoulders&Meyers，2012），但大量文献指出，SBAE教师在完成教师教育项目后，没有充分准备好在SBAE实验室教授、管理和促进学习活动（Burris et al.，2005；Hainline&Wells，2019；Shoulders，2012）。为了更好地了解SBAE职前教师实验室教学培训的现状，我们调查了全国33家农业教育认证机构。其中许多机构表示，他们要求职前教师参加农业机械（96.9%）和焊接金属制造牲畜（83.9%）领域的两门实验室教学课程。然而，只有46.7%的回应机构要求学生参加温室管理课程，29%的机构要求职前老师参加肉类科学课程。这项研究的结果还强调了以实验室为基础的课程是否有教学成分，并要求教师教育工作者提供他们对在每种情况下扩大教学需求的看法。提出了实践和进一步调查的建议。
{"title":"Evaluating the preparation of pre-service school-based agricultural education teachers in laboratory-based courses","authors":"Kevin Sanders, S. Smalley, Mark Hainline","doi":"10.5032/jae.v64i2.71","DOIUrl":"https://doi.org/10.5032/jae.v64i2.71","url":null,"abstract":"This study sought to examine laboratory-based instruction for pre-service school-based agricultural education (SBAE) teachers at various institutions across the nation. While research has indicated that laboratory-based instruction in SBAE programs is commonplace (Shoulders & Meyers, 2012), a myriad of literature has noted SBAE teachers are not adequately prepared to teach, manage, and facilitate learning activities in SBAE laboratories upon completing their teacher education programs (Burris et al., 2005; Hainline & Wells, 2019; Shoulders, 2012). \u0000To better understand the current state of SBAE pre-service teacher training in laboratory instruction, we surveyed 33 agricultural education certifying institutions across the country. Many of these institutions indicated they required pre-service teachers to take two laboratory-based instruction courses in the areas of agricultural mechanics (96.9%) and welding metal fabrication livestock (83.9%). However, only 46.7% of the responding institutions required students to take a greenhouse management course, and 29% required pre-service teachers to take a meat science course. The findings of this study also highlight if the laboratory-based courses had a pedagogical component, and the teacher educators were asked to provide their perceptions for a need for expansion of instruction in each context. Recommendations for practice and further investigation were provided. ","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47131030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Raegan Ramage Martin, Janiece Pigg, Richie Roberts, Kristin S. Stair
The year 2020 marked an era of change and demanded that educators across the globe adapt in new and innovative ways. In secondary agricultural education, teachers experienced significant transitions as a majority of K-12 schools shifted to remote, distance, and online instructional models. Therefore, teachers’ position requirements, obligations, and expectations began to shift dramatically, creating unique challenges for early career teachers. As such, the purpose of this study was to explore the transitions that early-career SBAE teachers in [State] experienced while teaching during the COVID-19 pandemic. Through our analysis, four themes emerged: (1) situation, (2) self, (3) support, and (4) strategies. In the first theme, the early career teachers gave voice to how situational factors greatly influenced the professional transitions they underwent as a result of COVID-19. Self, the second theme, represented the different internal mechanisms, or sources of strength, participants used during the transition process. Meanwhile, support reflected the external support systems participants used during their time of transition into a virtual teaching format. The last theme, strategies, provided insight into the approaches that participants used to address and reduce the negative effects of the pandemic on their teaching. Going forward, we provide critical implications to stoke changes so that early career teachers can better cope with transitions during periods of stress in the post-COVID-19 era.
{"title":"Coping with transitions during the COVID-19 global pandemic: A case study of early career teachers’ experiences in secondary agricultural Education","authors":"Raegan Ramage Martin, Janiece Pigg, Richie Roberts, Kristin S. Stair","doi":"10.5032/jae.v64i2.108","DOIUrl":"https://doi.org/10.5032/jae.v64i2.108","url":null,"abstract":"The year 2020 marked an era of change and demanded that educators across the globe adapt in new and innovative ways. In secondary agricultural education, teachers experienced significant transitions as a majority of K-12 schools shifted to remote, distance, and online instructional models. Therefore, teachers’ position requirements, obligations, and expectations began to shift dramatically, creating unique challenges for early career teachers. As such, the purpose of this study was to explore the transitions that early-career SBAE teachers in [State] experienced while teaching during the COVID-19 pandemic. Through our analysis, four themes emerged: (1) situation, (2) self, (3) support, and (4) strategies. In the first theme, the early career teachers gave voice to how situational factors greatly influenced the professional transitions they underwent as a result of COVID-19. Self, the second theme, represented the different internal mechanisms, or sources of strength, participants used during the transition process. Meanwhile, support reflected the external support systems participants used during their time of transition into a virtual teaching format. The last theme, strategies, provided insight into the approaches that participants used to address and reduce the negative effects of the pandemic on their teaching. Going forward, we provide critical implications to stoke changes so that early career teachers can better cope with transitions during periods of stress in the post-COVID-19 era.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49443453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. G. Easterly, Natalie K. Ferand, Brian Myers, Sebastian Galindo
Principals have traditionally served as the instructional leader in a school, significantly impacting school culture and effectiveness. Despite this importance, little work has been conducted to examine how administrators view and impact school-based agricultural education programs. The purpose of this qualitative study was to examine how the leadership practices of principals support the culture of exemplary school-based agricultural education programs in Florida. Semi-structured interviews were conducted with five principals who supported SBAE teachers in exemplary programs in Florida. Thematic analysis of the transcripts yielded several emergent themes. The principals relayed value in agricultural education and found that school-based agricultural education programs helped meet their school's overall goals. The principals saw their role as helping the teacher find ways to grow without micromanaging their work. The principals expressed interest in the prospect of professional development to help them support agriculture teachers in their programs. Based on these findings, the authors recommend state and national agricultural education leaders implement professional development opportunities for teachers and principals so they can work in concert to find areas where their goals intersect and focus on strengthening those areas. A model for examining principal support in SBAE is presented based on the findings.
{"title":"Examining how principals support school-based agricultural education programs","authors":"R. G. Easterly, Natalie K. Ferand, Brian Myers, Sebastian Galindo","doi":"10.5032/jae.v64i2.113","DOIUrl":"https://doi.org/10.5032/jae.v64i2.113","url":null,"abstract":"Principals have traditionally served as the instructional leader in a school, significantly impacting school culture and effectiveness. Despite this importance, little work has been conducted to examine how administrators view and impact school-based agricultural education programs. The purpose of this qualitative study was to examine how the leadership practices of principals support the culture of exemplary school-based agricultural education programs in Florida. Semi-structured interviews were conducted with five principals who supported SBAE teachers in exemplary programs in Florida. Thematic analysis of the transcripts yielded several emergent themes. The principals relayed value in agricultural education and found that school-based agricultural education programs helped meet their school's overall goals. The principals saw their role as helping the teacher find ways to grow without micromanaging their work. The principals expressed interest in the prospect of professional development to help them support agriculture teachers in their programs. Based on these findings, the authors recommend state and national agricultural education leaders implement professional development opportunities for teachers and principals so they can work in concert to find areas where their goals intersect and focus on strengthening those areas. A model for examining principal support in SBAE is presented based on the findings.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49013028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Daniel Radford, Joy Morgan, Barbara Kirby, Wendy Warner
Canning and home demonstration clubs played an important role in improving agriculture and home life shortly after the turn of the 20th century. Organized in local communities, these clubs for young girls and their mothers provided the opportunity for females to engage in experiential learning through the growth and canning of vegetables. Club work and activities allowed the involved individuals to learn important home life concepts including incorporating more nutritious meals, record keeping, maintaining the family garden, and other duties surrounding the home. In addition, clubs promoted cooperation among various groups, fostered friendships, and provided entrepreneurial opportunities for farm women. Movements such as these increased the demand for agricultural and extension education and many of the strategies developed through these clubs can be implemented in both formal and non-formal education today.
{"title":"Home demonstration work in North Carolina: Leading the way for rural women","authors":"Daniel Radford, Joy Morgan, Barbara Kirby, Wendy Warner","doi":"10.5032/jae.v64i2.107","DOIUrl":"https://doi.org/10.5032/jae.v64i2.107","url":null,"abstract":"Canning and home demonstration clubs played an important role in improving agriculture and home life shortly after the turn of the 20th century. Organized in local communities, these clubs for young girls and their mothers provided the opportunity for females to engage in experiential learning through the growth and canning of vegetables. Club work and activities allowed the involved individuals to learn important home life concepts including incorporating more nutritious meals, record keeping, maintaining the family garden, and other duties surrounding the home. In addition, clubs promoted cooperation among various groups, fostered friendships, and provided entrepreneurial opportunities for farm women. Movements such as these increased the demand for agricultural and extension education and many of the strategies developed through these clubs can be implemented in both formal and non-formal education today.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47883344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kylie M. Nowakowski, Tiffany A. Marzolino, Aaron McKim
There are many benefits to being involved in a school-based agricultural education program (SBAE). Engagement of students in SBAE programs provides students with a milieu of opportunities; as such, it is imperative to determine strategies for recruitment and retention that are impactful. Research surrounding the recruitment and retention of SBAE students is sparse. This study explored the ways that SBAE teachers are recruiting students and the perceived efficacy of those recruitment strategies to pinpoint which strategies teachers are using and perceived success. Hands-on learning and learning outdoors are the two strategies teachers are using most commonly in their programs and perceive to be most effective. The results of this study are compared to scholarship within the discipline on student recruitment as well as the Recruitment Theory.
{"title":"Recruitment strategies used by school-based agricultural educators in Michigan","authors":"Kylie M. Nowakowski, Tiffany A. Marzolino, Aaron McKim","doi":"10.5032/jae.v64i2.49","DOIUrl":"https://doi.org/10.5032/jae.v64i2.49","url":null,"abstract":"There are many benefits to being involved in a school-based agricultural education program (SBAE). Engagement of students in SBAE programs provides students with a milieu of opportunities; as such, it is imperative to determine strategies for recruitment and retention that are impactful. Research surrounding the recruitment and retention of SBAE students is sparse. This study explored the ways that SBAE teachers are recruiting students and the perceived efficacy of those recruitment strategies to pinpoint which strategies teachers are using and perceived success. Hands-on learning and learning outdoors are the two strategies teachers are using most commonly in their programs and perceive to be most effective. The results of this study are compared to scholarship within the discipline on student recruitment as well as the Recruitment Theory.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43727668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Metacognition is an important component of the learning process for students and teachers. With disparate findings regarding teacher attention to student thinking, and other indications that teachers enter the profession with preconceived notions, we use semi-structured interviews and a researcher-created professional development experience on metacognition to explore how metacognition influences educators’ perceptions of the learning process and their beliefs about teaching and learning. First, we present themes corresponding to each of the two research questions, with themes substantiated by participant quotes. Next, we present conclusions, including reflecting on how professional development offerings for secondary school teachers have the potential to challenge currently held paradigms by prospective participants. Additionally, we discuss the value of metacognition within the profession.
{"title":"Metacognition and teacher beliefs","authors":"R. McKendree, Shannon Washburn","doi":"10.5032/jae.v64i2.61","DOIUrl":"https://doi.org/10.5032/jae.v64i2.61","url":null,"abstract":"Metacognition is an important component of the learning process for students and teachers. With disparate findings regarding teacher attention to student thinking, and other indications that teachers enter the profession with preconceived notions, we use semi-structured interviews and a researcher-created professional development experience on metacognition to explore how metacognition influences educators’ perceptions of the learning process and their beliefs about teaching and learning. First, we present themes corresponding to each of the two research questions, with themes substantiated by participant quotes. Next, we present conclusions, including reflecting on how professional development offerings for secondary school teachers have the potential to challenge currently held paradigms by prospective participants. Additionally, we discuss the value of metacognition within the profession.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49433604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Graduates of the college are expected to have the skills needed to enter the workforce including leadership competencies. The purpose of this mixed methods case study was to identify leadership development influences and assess the leadership needs of undergraduate student leaders (n = 17) in the [college] at the [university]. We conducted the research through in-person, semi-structured interviews. We utilized a concurrent, sequential, multi-phase mixed methods design with a qualitative priority. In phase one, we open coded transcriptions and used an iterative process to find emerging themes. Results revealed four themes: engaged leadership, leadership experiences, group dynamics, and resources. In phase two, we employed a cross case comparison to explore similarities and differences across emergent themes related to leadership identity. it was evident that differing hierarchical and relational views of leadership existed based upon leadership identities.
{"title":"Are we developing leaders? Connecting undergraduate leadership identities to their needs and contexts","authors":"Sarah Bush, Anna Pratt Lickley, RyAnna Meacham","doi":"10.5032/jae.v64i2.112","DOIUrl":"https://doi.org/10.5032/jae.v64i2.112","url":null,"abstract":"Graduates of the college are expected to have the skills needed to enter the workforce including leadership competencies. The purpose of this mixed methods case study was to identify leadership development influences and assess the leadership needs of undergraduate student leaders (n = 17) in the [college] at the [university]. We conducted the research through in-person, semi-structured interviews. We utilized a concurrent, sequential, multi-phase mixed methods design with a qualitative priority. In phase one, we open coded transcriptions and used an iterative process to find emerging themes. Results revealed four themes: engaged leadership, leadership experiences, group dynamics, and resources. In phase two, we employed a cross case comparison to explore similarities and differences across emergent themes related to leadership identity. it was evident that differing hierarchical and relational views of leadership existed based upon leadership identities.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43133512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This philosophical paper situates the system of School-Based Agricultural Education (SBAE) in light of teachers’ attempts at boundary work. We define the system of SBAE through a Social Ecological Resilience approach, particularly by examining publications in the Journal of Agricultural Education (JAE) from 2021 to explore what SBAE demands of its teachers. Having worked with SBAE teachers over the last three years as they have struggled with attempts at boundary ownership, we question what this personal struggle indicates about a broader system. We argue for a bounded system by which respect for boundary ownership is reciprocated as an expected norm. We conclude by situating solutions oriented around the factors of Social Ecological Resilience theory. This work engages individuals across the system, rather than just the teachers, toward systemic accountability and transformation.
{"title":"We’ve crossed a line: A philosophical examination of systemic implications surrounding SBAE teachers’ attempts at boundary setting","authors":"Becky Haddad, Haley Q. Traini, Aaron McKim","doi":"10.5032/jae.v64i1.31","DOIUrl":"https://doi.org/10.5032/jae.v64i1.31","url":null,"abstract":"This philosophical paper situates the system of School-Based Agricultural Education (SBAE) in light of teachers’ attempts at boundary work. We define the system of SBAE through a Social Ecological Resilience approach, particularly by examining publications in the Journal of Agricultural Education (JAE) from 2021 to explore what SBAE demands of its teachers. Having worked with SBAE teachers over the last three years as they have struggled with attempts at boundary ownership, we question what this personal struggle indicates about a broader system. We argue for a bounded system by which respect for boundary ownership is reciprocated as an expected norm. We conclude by situating solutions oriented around the factors of Social Ecological Resilience theory. This work engages individuals across the system, rather than just the teachers, toward systemic accountability and transformation.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45835781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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